WWU-INSTRUCTIONAL PLAN
Teacher: Ms. Taylor
Grade: Kindergarten
Cohort: 22
Date: March 13, 2011
Subject/Lesson Title: Hop on Pop- An Introduction to Rhyming Lesson Time: 9:15 AM
# Students: 27
Instructional Model: Direct Instruction
Instructional Level: I– D -M
Curriculum Context: Students have been learning about letters and putting short words together. Students have also been
working on the letter identification, letter sounds, and phonics to help with their reading and writing skills.
Long Term Goals: Since students have been working on reading skills, we are going to work on rhyming words to build up
phonics skills and help students be able to identify words more easily. By identifying similar words and sounds, this will helps
students be able to identify new words more readily and will help improve word identification and reading skills.
EALRs/GLEs: Reading
1.1.2. Understand and apply phonological awareness and phonemic awareness.
 Substitute auditorially one phoneme for another to make a new word (e.g., beginning and ending sounds; oddity tasks).
 Discriminate auditorially rhyme and identify rhyming
1.1.4. Apply understanding of phonics.
 Identify letters of the alphabet.
 Identify common consonant sounds and short vowel sounds.
 Use common consonant sounds with short vowel sounds to decode three- and four-letter words.
Short Term Learning Targets/Objective(s) for This Lesson: Given a Read, Rhyme, and Draw worksheet containing two
rhyming sentences, students will circle the rhyming words with 100% accuracy and draw a corresponding picture for each
sentence.
Assessment Plan:
Pre-Assessment: Almost all the students know their letters and are able to identify them. Some students are able to read short
words, and there are a few students who can read entire books on their own. The class has been working a lot with short words,
including sight words. This lesson will help students see similarities between words, and hopefully will help with phonics skills.
Formative Assessment: After I read Hop On Pop, I will discuss with the students what rhyming words are (I will make sure to be
clear on what rhyming means, as this concept will need to be explained). I will use the word “hop” as a prompt, and write in on
the easel, underlining the last 2 letters. I will ask students to raise their hands to give me examples of words that rhyme with hop.
I will also choose a different word, such as win, write it down, and ask the students to provide me with rhyming words. Also ask
for thumbs up or down to determine if students understand rhyming.
Western Washington University Instructional Plan – Seattle Education Center 8/20/10
Summative Assessment: (How does this indicate successful mastery of learning targets?): Each student will receive a worksheet
with two sentences on it, and each sentence contains two rhyming words. Each student should circle the rhyming words, and the
draw a picture of the sentence in the space provided. Students will have to rely on their reading and phonics skills to identify the
two rhyming words in each sentence.
Time:
3 min
2 min
INSTRUCTIONAL SEQUENCE
Opening (SIGNAL FOR ATTENTION AND BRING STUDENTS TO RUG)
Set/Hook:
“Has anyone read a Dr. Seuss book before? Yes? Great! Today, we are going to start off by reading one of MY favorite
Dr. Seuss books, called Hop On Pop.”
Activating Prior Knowledge:
You will notice that Dr. Seuss uses lots of words that RHYME. Does anyone know what it means when words rhyme?
(Call on someone). When words sound the same at the middle and end, we say that they RHYME. Can someone give me
an example of two words that rhyme? Remember, the words will start with different letters, but the middle and end of the
word will sound the same. (Call on someone). Give an example (RAT/HAT) if no one can think of one.
Communicating Learning Targets: (Explicit statement of what is being taught and why it is important):
Our lesson today is going to help us learn about and practice words that rhyme. If you know that certain words rhyme, it
can help read words that you may not be familiar with, and can help you spell new words.
Instructional Materials, Resources, and Technology:
Hop on Pop book, easel and pen, work sheets for students, pencils, erasers, and crayons.
Bring students over to the rug to read Hop on Pop.
Learning Experiences
(Student and teacher actions and interactions during: Instruction, Checking for Understanding, Questioning Strategies, Guided
Practice, Discovery, Transitions and Independent Practice.)
Teacher Tasks
Student Tasks
(Class will already be sitting on the rug)
Every student sitting on their own
square of the rug.
Clap to signal for attention
“We are going to start our lesson by
reading Hop on Pop by Dr. Seuss. This
is one of my favorite books and I hope
you enjoy it! Remember, when we are
being good listeners, we have our
mouths closed, eyes watching the
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Students quiet down
Students each sit in their own square
quietly, eyes on the teacher/book and
ready to learn
Management, Modifications,
Differentiated Instruction
The beginning of this lesson should
work for everyone in the class, as
the students will be listening to me
read Hop on Pop.
pictures, ears listening to the story,
hands in lap.”
I really want you to listen to RHYMING
words in the story, remember, those are
words that have middles/endings which
sound the same but have different first
letters, like CAT and RAT.
Read book aloud.
I hope you all enjoyed Hop On Pop.
Give me thumbs up if you heard
rhyming words during the story!
Class should be quiet and ready to be
great listeners!
Students give thumbs up or down.
Can someone give me an example of 2
rhyming words from the story?
Students raise hands to give examples.
Great job! Now we are going to move
onto the next part of our lesson, which is
a fun activity!
I am going to give you each a worksheet
with 2 different sentences on it. The first
thing you are going to do is put your
NAME at the top of the sheet. Next, I
want you to read each sentence on the
sheet, and circle the words that
RHYME.
Here is a hint- you will want to look for
words that look similar, and then
practice sounding those out. Remember
to circle the words that rhyme.
After you have circled the rhyming
words, draw a picture of the sentence in
the box provided. Let’s do one together
on the easel. Use this example: A FISH
DANCING ON A DISH
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Students are listening attentively, if not,
clap your hands and remind them to
listen closely because you are giving
directions.
Make sure to scan the entire group
to see if everyone has their thumbs
up, pay extra attention to Angel and
Elgin to see if the put their thumbs
up.
(This will be written on the easel)
Does someone want to come up and use
the pointer to point the words that
rhyme? (Call on someone).
Great job! FISH and DISH! Then I
would draw a picture of a fish dancing
on a dish!
Student volunteers will raise their
hands.
A student comes up to the easel and
points to the words that rhyme.
Remember- even if you are not sure if
words rhyme- try to look for words that
LOOK similar at the middle and ending.
Don’t go yet, but in a moment, I am
going to dismiss you back to your seats.



Can someone tell me what the
first thing is you will do with
your work sheet?
(PUT NAME ON PAPER)
What are you going to do next?
(CIRCLE RHYMING WORDS)
What are you going to do after
your circle the rhyming words?
(DRAW PICTURE)
I am looking for rows of students who
are quiet and ready to be dismissed back
to their seats. (Call on rows based on
who is most prepared).
Hand out worksheets and tell students to
get out pencils/crayons. “Students, you
have 10 minutes to complete your
worksheet, so please start now!
Circulate and help students as needed.
Western Washington University Instructional Plan – Seattle Education Center 8/20/10
Students still sitting on their bottoms
listening.
Students should be sitting quietly
waiting to get dismissed back to their
desk.
Students get out pencils and crayons.
Students start working.
Have Ms. Kendrick and Mrs. Allen
circulate to help students, I can
circulate as well. We will want to
make sure everyone understands
the assignment. Angel and Elgin
will likely need some extra help
with this. Will also want to remind
groups work quietly so that
everyone can stay focused.
Closure
Clap to signal for attention. Ask them to come back over to the carpet to wrap things up.
You should all be finished with your work sheet, so I am going to collect them. Please make sure your name is at the top.
Today we learned about words that RHYME, which means words that sound the same at the end, but have different first
letters. When you hear stories and poems in the future, be sure to listen closely for words that rhyme. Knowing that
words rhyme can help you to read a new word if you come across one you do not know.
I hope you enjoyed our activity today! Thanks for being such great listeners today; I hope you enjoy the book Hop on
Pop as much as I do!
Family interaction: I will have a stack of note cards with short words on them. Each student will receive a word and the
goal is for them to go home and talk with someone in their family and come up with a rhyming word. The student will
write down the word on the card and bring it back to class the next day. Consider having a range of words to suit
different academic levels.
Management/Logistical Issues (state specific behavioral expectations):
I am going to conduct the majority of my lesson on the colorful carpet. I taught my last lesson at students’ desks, and I felt like it was much
harder to keep their attention. I also feel like having them at their desks encourages the students to chat and find distractions. At the carpet,
there are no distractions for the students, such as pencils or papers. I expect that the class will demonstrate good kindergarten listening skills,
which means bottoms on the carpet, eyes on me/the book, hands not bothering anyone, and ears ready to listen. I have noticed that some
students, like Collin B. sometimes get distracted on the carpet, so you may want to have him sit up front right by you. When you dismiss the
students back to their table groups, you may need to remind students (go to each group) to work quietly. Some students tend to get chatty and
I know this is a huge distraction to students who need a quieter environment to work in.
Accommodations/Modifications [list individuals on learning plans (IEP, 504, Behavior Plans, etc.) and specify learning tasks that
match those plans as it relates to your learning targets]: All students are able to be good listeners when I read aloud. When the activity
starts, there are some students who may need extra help with rhyming, including Elgin, Angel, Asmaa, and Ezekiel. Those students will likely
need one on one attention, starting with someone to sit and read with them. Or, I may have to read the sentences aloud and have students listen
for words that rhyme. Once I have read the sentence aloud, I will have students circle which words rhyme. I may need to prompt by saying
“Which words sound similar?” or “Which words sound almost the same, except the start with different letters?”
Differentiated Instruction [How did you differentiate instruction in your lesson (be specific)? Explain in what way(s) it was
differentiated (content, process, product).]:
This is an area I am still working on improving on. I know there are students in the class who may finish this task rather quickly, while others
may take longer. For students that finish early, I will have them color their picture, or if they are done with that, get books out and quietly
read. If this lesson was slated to take longer, I would have a second, harder worksheet with more complex words on it to challenge students. I
tried to differentiate this lesson as much as possible by providing a variety of instruction methods. I start off with reading, give examples, have
students provide me example, and then I will have students work independently. For this lesson, I hope the I Do/We Do/You Do method is
effective in helping everyone in the class understand the concept of rhyming. Since this is a fairly advanced reading/phonics concept, I tried to
choose a book that was fairly simple, yet still fun and contained lots of strong pairs of rhyming words.
Western Washington University Instructional Plan – Seattle Education Center 8/20/10
Self-Reflection of Teaching: (To be completed after the lesson)
Thinking About This Lesson:
Overall, I am not completely pleased with how this lesson went, but I am happy for the most part. I know I can be hard on myself
so I am trying to remember all the positive things that went well. I learned a lot from this lesson and have a lot of valuable
feedback to take from it. First of all, I was proud with how the lesson turned out. I planned it completely on my own, as my coteacher likes to challenge her teacher interns and have them plan the entire lesson, rather than looking at an existing lesson. I felt it
was a good challenge and I am happy with the lesson idea I came up with. I think the class enjoyed the lesson, as I could tell they
enjoyed the book Hop on Pop. While I read the book, I was not completely happy with my class management skills. I got a little
overwhelmed trying to read the book, remember the steps of my lesson, and keep the class on task. There was a more talking and
wiggling that I would have liked. I know in the future that I need to be more firm, and it’s perfectly fine to be the firm (but nice!)
teacher. I was pleased with myself for using good examples, and for calling on lots of students to provide example. One classroom
management strategy that worked really well was when I brought them back to the rug and clapped for attention. Hardly anyone
clapped so I did it again, because I knew they needed to be held to a higher standard. I had much better participation when I told
them we could do better than that. As for the worksheet part of my lesson, I think I could have established a stronger “rubric” and
given more clear instructions about it. I also would make changes to this worksheet in the future, and have more rhyming and less
drawing. Many students in the class did well on the worksheet, but I was a little surprised that so many students struggled with the
concept of circling the whole rhyming word, not just part of the word. I am fairly pleased with how I did in front of the class. I
tried really hard to be bubbly yet firm, and I was hoping the class would enjoy the lesson. Though it was far from perfect, I think it
went well considering it is only the second quarter of our program.
Thinking Ahead:
If I did this lesson again, I would change some things. First of all, I would remember to talk about the word “rhyme” which was
written on the easel. I was so eager to read the book that I completely forgot about this. Next time I teach a lesson, I will focus
more on class management. There was some talking and wiggling during the lesson, and I should have stopped reading and told
the class that I could not continue until everyone was quiet and demonstrating good listening skills. I am getting more comfortable
with the fact that I can be firm and have high expectations while still be nice and caring. Another thing I would change is when I
had Koen come up and do the example, I would have had him circle the words, not underline them. This was confusing for the
students and as soon as I told him to underline the words, I knew I should have said “circle them.” Next time I will just backtrack
and say something like “I made a mistake, let’s actually circle the words like we will on our work sheet.” Another change I would
make in this lesson would be to have the worksheet more focused on rhyming, and not have any picture drawing. I think it would
have been good to have the class practice more with rhyming words. Some of the students got it, but I know a lot of them could
have used more practice. In the future, I will also give more clear directions that the worksheet has two sides, and I will reiterate
my expectations about completing it.
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What did you learn about yourself as a teacher?
I learned that I am making good progress in my journey to becoming a teacher. I have not worked much with kids, so it was a
huge confidence boost to plan a lesson and then get up in front of the class and teach that lesson relatively well. I also learned that
I have a natural talent for teaching, which also has helped me feel more comfortable being in front of the class. Teaching this
lesson also reinforced that teaching is the field I want to be in, and it gives me hope that I will make a positive impact in the
future. Overall, this was a wonderful learning experience. It was great to get feedback about what I can work on, as I will
definitely be focusing on those things next quarter. Hearing what I did well was wonderful too, since it gave made me feel like all
my hard work is paying off.
Western Washington University Instructional Plan – Seattle Education Center 8/20/10